UNITED STATES HISTORY 2 - frhsd.com · An Improved Society: Progressive Era . Despite real and...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SOCIAL STUDIES DEPARTMENT

UNITED STATES HISTORY 2

Grade Level: 11

Credits: 5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 31, 2009

SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

APPENDIX B: ASSESSMENT EVIDENCE

APPENDIX C: INTERDISCIPLINARY CONNECTIONS

https://docs.google.com/document/d/1mEcdd5YsukZgMjnuU4GLQbRsGh-qzbT5eC0sUSt3M0o/edit?usp=sharing

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education

Mr. Ronald G. Lawson, President

Mr. Christopher Placitella, Vice President

Mr. William Bruno Mr. Tom Caiazza

Mrs. Elizabeth Canario Mr. Barry Hochberg Mrs. Kathie Lavin Mr. Heshy Moses

Mrs. Jennifer Sutera

Mr. James Wasser, Superintendent Ms. Donna Evangelista, Assistant Superintendent for Curriculum and

Instruction

Curriculum Writing Committee

Ms. Michelle Lilley Ms. Judi Newins

Supervisors

Mr. David Bleakley Ms. Shanna Howell

Mr. Peter Krais Mr. Stanley Koba Ms. Judi Newins

Ms. Michelle Lilley

Course Philosophy

The mission of the Freehold Regional High School District is to develop global life long learners through a comprehensive educational program of diverse and enriching opportunities within a supportive environment. The district’s educational community fosters the development of character, initiative, creativity and excellence while maximizing the unique potential of each individual. The goal of the district’s Social Studies Department is two fold. The first goal is to provide students with opportunities for study of human relations, past, present and future within an environment that

a. recognizes that democracy requires public debate in which participants know how to ask the right questions by considering their own ideas and testing them in the world of public controversy;

b. offers students opportunities to practice and refine skills in independent and critical thinking; c. values curiosity, imagination and creativity, and d. empowers students to find personal meaning in their studies, to maximize their

understanding and hold themselves to high standards of academic and ethical behaviors. The second goal is to refine students’ abilities to master the skills necessary for meaningful civic participation in the 21st century. These skills have been identified in a number of sources to include the ability to:

• ask good questions through thoughtful thinking • engage in good discussion • work well with others • demonstrate agility and adaptability • communicate effectively • access and analyze information • demonstrate curiosity and imagination

Course Description

It is the belief of the district and the Social Studies Department that students are active participants in the learning process and that they are to be held accountable for their own learning. Students are encouraged to develop and practice meta-cognitive skills that allow them to effectively advocate for themselves. In order to assure students have the best educational experiences in the classroom, teachers are strongly encouraged and supported in furthering their understanding of educational practices by joining professional organizations, attending post-graduate classes, participating in district sponsored professional development opportunities, and engaging in discourse and collaboration on instructional strategies and content meaning. Classroom methodologies should reflect current best practices research with the primary goal of inspiring students to critically reflect upon the society in which they live. In addition, instructional strategies should be purposeful and empowering to students. Cooperative learning strategies, interdisciplinary approaches, decision making models, issues centered models and civic participation should be employed to allow students reach their full potential.

Freehold Regional High School District Course Map

UNITED STATES HISTORY II

Assessments

Relevant Standards1 Enduring Understandings Essential Questions Diagnostic (before)

Formative (during)

Summative (after)

6.1.A.1, 2, 3 6.3.D.2 6.3.E.1, 3 6.4.H.4, 5, 6

Stronger nations often control weaker societies politically, economically and socially in order to establish and/or maintain their status.

Do stronger nations have the right to control weaker societies? What are the consequences for both the imperialistic countries and those they control? Do imperialist motives conflict with democratic principles?

6.1.A.1-8 6.2.A.5; B.4-6; C.2, 5; D.5; E.2 6.3.H.3, L.3, 6, 7 6.4.H.1; I.2; K.1-3, 5-7 6.5.A.3; B.5, 6 6.6A.2, 5; B.2, 3; C.2; D.4, 5; E.1, 4, 6-8

Despite real and perceived social, political and economic contradictions, individuals and groups constantly work to change oppressive elements of society.

Who should have access to the American Dream? Do we have the responsibility to help others? Is it better to work alone or together? Should government play an active role in assuring accessibility to the American dream? What is a typical American? How am I connected to the past? Are we responsible for the sins of the past? Are the benefits of progress worth the costs? Are we ethically responsible for solving global problems? What is the American ideology?

6.3.E.7; F.1; G.1, 2 6.4.I.3-7; K.1,2,4 6.6.D.5

World leaders will involve their countries in conflict for diverse reasons.

Why might a country be drawn into an international conflict in spite of its efforts to remain neutral? Can there be fair and just agreements among countries and leaders? If people deem their government inefficient, do they have the right to remove those in power? Is there a right or wrong type of government?

6.1.A.1-5, 7, 8 6.2.A.3, 5; B.5; C.4; D.4, 5; E.1-3, 7, 13 6.3.E.2; G.1, 2; H.2 6.4.J.6; I.8-10 6.5.B.2

War propels a nation in new directions politically, economically and socially.

How might fighting a war affect a nation’s economy? How might war affect a government’s respect for its citizens’ rights? Can we have both liberty and security? Should there be limits on personal freedoms? What happens when fear based thinking enters the decision making process? To what extent does dissatisfaction with government policies lead to change?

Pre Tests Student Survey Oral Questions Discussion Anticipatory Sets Questions Journal Entries

Journals Quizzes Written Assignments Oral Presentations Observations Role Plays Exit slips Research Interviews Homework Chapter Test

Portfolios Projects Midterm Final Exam Exhibit

1 Including computer / information literacy, cross content work place readiness standards, and other relevant content area standards

1

Assessments Relevant Standards1 Enduring Understandings Essential Questions Diagnostic

(before) Formative (during)

Summative (after)

6.1.A.1, 3, 6, 8 6.3.F.2 6.4.J.1, 2, 3, 4 6.5.A.3, 4, 5 6.5.B.5

Cycles of economic change influence government policies in economic, political and social affairs.

Are economic recessions and depressions a natural occurrence in the business cycle? How might economic crises affect people’s choices? What is the responsibility of the government towards its citizens? Is government interference in the economy unconstitutional?

6.1.A.1-4; 6.2.A.3; B.5; C.4; E.1, 8; 6.4.J.5-7; 6.5.A.8; 6.6.A.5; D.5

Nations interact with each other through trade, treaties and use of force.

When is war justified? What are the origins of American globalism? How has the role of the United States changed over time? How and why has the role of government in the economy changed over time? Should Americans needs come first?

6.1.A.1-8 There are credible and questionable sources of information about historical and contemporary events.

Is it essential to learn from historical issues? What role does historical evidence play in one’s interpretation of history? What are facts and what are opinions?

6.4.I.1-4, 6, 7; J.2, 5, 6; K.1, 4-7; L.1, 5-7

American leaders have taken prominent roles on the world stage.

What makes an effective leader? Who rules the United States? Do the actions of a president sometimes come in conflict with democratic principles? Why can we agree on broad principles but often cannot reach a consensus on application and implementation?

6.2.E.4, 7, 13, 14, 15 6.3.F.2 6.4.L.5

The value of human life is defined by a society’s culture, time and place.

How have individuals and groups worked to combat instances of prejudice, cruelty and discrimination? Should soldiers be charged with crimes against humanity? How strong is the human spirit?

Pre Tests Student Survey Oral Questions Discussion Anticipatory Sets Questions Journal Entries

Journals Quizzes Written Assignments Oral Presentations Observations Role Plays Exit slips Research Interviews Homework Chapter Test

Portfolios Projects Midterm Final Exam Exhibit

2

Freehold Regional High School District Course Proficiencies and Pacing

UNITED STATES HISTORY II

Unit Title Unit Understandings and Goals Recommended

Duration Unit 1

The Competition for World Power Status:

Imperialism

Stronger nations often control weaker societies politically, economically and socially in order to establish and/or maintain their status. Unit goal: Students will describe how competing needs in the race for world power affected both the imperialistic government and the colonized society, and established an uneasy balance of power that would be challenged over the next 100 years.

3-4 weeks

Unit 2 Social Activism for

An Improved Society: Progressive Era

Despite real and perceived social, political and economic contradictions, individuals and groups constantly work to change oppressive elements of society. Unit goal: Students will identify the weaknesses/problems of a rapidly changing American society in the early 1900’s and evaluate the strategies utilized to impact government policy for the betterment of society.

2-3 weeks

Unit 3 The Balance of World

Power Challenged: World War I and Russian

Revolution

World leaders will involve their countries in conflict for diverse reasons. Unit goal: Students will describe the challenges and responsibilities associated with a country’s world power status and evaluate the methods of dealing with conflict present and future.

2-3 weeks

Unit 4 A Redefinition of Society: Post WWI America and

Europe

War propels a nation in new directions politically, economically and socially. Unit goal: Students will describe the post war economic and social conditions that challenged America to redefine its national character and cultural norms.

3-4 weeks

Unit 5 The Global Impact of

Economic Policy: The Great Depression and

the New Deal

Cycles of economic change influence government policies in economic, political and social affairs. Unit goal: Students will identify the causes of the American government’s transformation from an obscure entity to one that plays a direct role in the lives of its citizens.

3 weeks

Unit 6 The Fragility of an Uneasy

Peace Tested: Political Instability and

the Rise of Dictators

War propels a nation in new directions politically, economically and socially. Unit goal: Students will evaluate isolationist policies of the 1930’s as a reflection of the desire to avoid repeating the conditions that led to the United States entry into World War I.

2-3 weeks

Unit 7 Diplomatic Failures Threaten

the Balance of Power: World War II

Nations interact with each other through trade, treaties and use of force. Unit goal: Students will explain the political and moral issues associated with World War II, and will analyze and evaluate efforts to mobilize the political, economic and social arenas of the American home front for total war.

2-3 weeks

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Unit Title Unit Understandings and Goals Recommended

Duration Unit 8

A New World Order: Post War Relations and the

Development of the Cold War

War propels a nation in new directions politically, economically and socially. World leaders will engage their countries in world conflict for diverse reasons. Unit goal: Students will evaluate the decision to use atomic weaponry, and will explain the political and social environment of the world after the use of that weaponry to end World War II. Students will identify the causes and impact of the Cold War on international relations from 1945 to 1960.

2-3 weeks

Unit 9 From Affluent Society to

Social Protest: Changing Sociological Ideas,

1950’s and 1960’s

Despite real and perceived social, political and economic contradictions, individuals and groups constantly work to change oppressive elements of society. Unit goal: Students will understand how Cold War conservatives shaped the United States, and will evaluate American policies and reactions to those policies.

3-4 weeks

Unit 10 Modern Challenges Facing

Political Leaders: Administrations of Nixon, Ford, Carter, Reagan, Bush, Clinton, Bush and Obama

American leaders have taken prominent roles on the world stage. Unit goal: Students will describe what it means to be a “superpower” and evaluate the actions of the United States in that role.

4-6 weeks

Unit 11 Political Strategy and Human

Rights: A Comparative Analysis of Genocidal Acts

There are credible and questionable sources of information about historical and contemporary events. The value of human life is defined by a society’s culture, time and place. Unit goal: Students will describe and evaluate charges of abuses against human rights over the last century, and will synthesize connections between and patterns to historical examples of such abuses.

2-3 weeks, may be infused into prior unit(s)

Unit 12 Multiculturalism and Public Policy in Global Society:

Modern Social Issues

Despite real and perceived social, political and economic contradictions, individuals and groups constantly work to change oppressive elements of society. Unit goal: Students will synthesize a personal philosophy on the impact of the past on the issues of today.

1-2 weeks, may be infused into prior unit(s)

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Freehold Regional High School District United States History II

Unit 1: The Competition for World Power Status: Imperialism

Enduring Understanding: Stronger nations often control weaker societies politically, economically and socially in order to establish and/or maintain their status. Essential Questions: Do stronger nations have the right to control weaker societies?

What are the consequences for both the imperialistic countries and those that they control? Do imperialist motives conflict with democratic principles?

Unit Goal: Students will describe how competing needs in the race for world power affected both the imperialistic government and the colonized society, and established an uneasy balance of power that would be challenged over the next 100 years. Duration of Unit: 3-4 weeks NJCCCS: 6.1.A.1, 2, 3; 6.3.D.2; 6.3.E.1, 3; 6.4.H.4, 5, 6

Guiding / Topical Questions

Content and Skills Instructional Resources

and Materials Teaching Strategies Assessment Strategies

How did the United States compete with other nations at the beginning of the 20th century?

Old Imperialism v New Imperialism Causes of Imperialism Critical reading; interpretation; listen to take notes; engage in good discussion; writing

Roots of Imperialism Resources Maps outlining colonial possessions

Discussion Debate

Essay Editorial Debate

How did the United States benefit and suffer from its efforts to forge an empire?

Direct and Indirect Imperialism Consequences of Imperialism Listen and summarize; compare and contrast interpretations; make reasoned judgments based on evidence; information literacy; cause and effect relationships; writing within a point of view

Internet World Newspapers How Others See Us CHOICES

Web quests Presentations Debate

Presentations Debate Editorial Commercial

Did America see a tension between its ideals and the goals of imperialism?

Manifest Destiny Justifications for Imperialism Evaluate primary sources; detect bias; predict outcomes; creativity; engage in good discussion; writing within a point of view

White Man’s Burden, Rudyard Kipling Black Man’s Burden, Edward Morel Speeches of President McKinley

Document Analysis Discussion Debate

Debate Scored Discussion Essay Propaganda Posters, newscasts Infomercial Editorial

Are the criteria for international status today the same as those during the Age of Imperialism?

Reasons for Imperialism Consequences to Imperialism Make reasoned judgments based on evidence; challenging perceptions; ability to think

Presidential Speeches Newscasts/magazines Internet Current events

Discussion Debate Research Student Presentations

Debate Essay Comparison Chart Investigation Decision making Simulations

Suggestions on how to differentiate in this unit: Provide list of key terms, vocabulary, people; vary instructional strategies; make tasks more specific for some learners and more open for others; provide organizers to guide note taking; use tiered activities; use of PowerPoint presentations, streaming video, and other multimedia; reword essential questions to fit the level of student understanding; guided reading strategies.

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NJSLS Career Readiness and Preparation and Educational Technology

NJSLS Career Ready Practices

NJSLS 9.2 Career Awareness, Exploration & Preparation

NJSLS 8.1 Educational Technology

SUPPORTING RESOURCES

Appendix A: Accommodations and Modifications for Various Student Populations

Appendix B: Assessment Evidence

Appendix C: Interdisciplinary Connections

6

https://docs.google.com/document/d/1CkNM91AH5WCFXA3Z_eVKYPK1JaIin19NDXacdCHt1Ok/edit?usp=sharing

https://docs.google.com/document/d/1sRoQZFDrYGfjvpNtJWYkop7gugR_RcCg1ktMJZo1mSA/edit?usp=sharing

https://docs.google.com/document/d/1MGYQLzbuGMMLatKErH3kRZE8X2Elg1FePz8BxH3P8To/edit?usp=sharing

https://docs.google.com/document/d/17J0tjIJctIE0lw2bpOHSFTOG_jSsmSyreg3v-Wc9Bho/edit?usp=sharing

https://docs.google.com/document/d/12M165h1BkQqtDs_Z6DqzPVS8Xy_SMCLEo4HdlggAxgU/edit?usp=sharing

https://docs.google.com/document/d/13BFFeDNosjcCOuAYmRB8Neo4klii4jpgkfzogzUqSac/edit?usp=sharing


Unit 2: Social Activism for an Improved Society: The Progressive Era Enduring Understanding: Despite real and perceived social, political and economic contradictions, individuals and groups constantly work to change oppressive elements of society. Essential Questions: Who should have access to the American dream?

Do we have the responsibility to help others? Is it better to work together or alone? Should government play an active role in assuring accessibility to the American dream?

Unit Goal: Students will identify the weaknesses/problems of a rapidly changing American society in the early 1900’s and evaluate the strategies utilized to impact government policy for the betterment of society. Duration of Unit: 2-3 weeks NJCCCS: 6.1.4, 5, 7; 6.2B.5; 6.3.E.2; 6.4.H.1; 6.4.I.2

Guiding / Topical

Questions Content and Skills

Instructional Resources and Materials

Teaching Strategies

Assessment Strategies

What was the immigrant experience in America at the beginning of the 20th century?

Patterns of immigration from late 1800’s to World War I and issues of a multicultural society Urbanization and Problems Reading/interpreting charts, maps and graphs; detect bias; draw inferences; creativity; analysis of statistics; engage in good discussion; writing

Maps outlining immigration patterns Personal stories of coming to America and assimilating into society—hardships Political cartoons on immigration Photos of conditions Video: From China to Chinatown

Lecture Primary source document analysis Examination of present day issues Discussion

Primary Source Analysis Essay Political Cartoon Editorial Infomercial Video

What were the conditions for minorities in America?

Inequities in treatment of minorities-women, black Americans, immigrants Goals of Progressives Using literature to enhance meaning; detect bias; reflection; make reasoned judgments based on evidence; writing

Personal stories of working in the factories, living in cities, unequal treatment Video: A Child on Strike

Discussion Debate Critical Reading

Position paper Debate rubric Propaganda posters

How did activists try to make change?

Methods muckrakers used to make change Legacy of change Detect bias; think within a point of view; interpretation; distinguish between fact and opinion; creativity

Newspapers The Jungle, How the Other Half Lives, Shame of the Cities Speeches by prominent groups Photographs Electronic New Jersey website

Discussion Lecture Dramatic Interpretations

Presentations Plan of action for current issues Investigations Photojournalism Letters to Government Officials Twitter page Song

What government policies responded to these conditions and calls for change?

Reactions of local, state and national leaders Legacy of Progressive Era Presidents Identify situations where social action is needed; information literacy; ability to think and ask good questions; problem solving; communication; technology

Text Speeches by leaders Political cartoons CHOICES

Political Forum with activists presenting to the presidents of the era

Presentations Creation of Newspaper articles Multimedia presentations Creation of web pages

Suggestions on how to differentiate in this unit: Vary levels of reading materials; use streaming video and other multimedia presentations; use texts with key portions highlighted; use examples based on student interests; allow multiple options to express learning; use multi-sensory materials; reword essential questions to match level of students.

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Unit 3: The Balance of World Power Challenged: World War I and Russian Revolution

Enduring Understanding: World leaders will involve their countries in conflict for diverse reasons. Essential Questions: Why might a country be drawn into an international conflict in spite of its efforts to remain neutral?

Can there be fair and just agreements among countries and leaders? If a people deem their government inefficient, do they have the right to remove those in power? Is there a right or wrong type of government?

Unit Goal: Students will describe the challenges and responsibilities associated with a country’s world power status and evaluate the methods of dealing with conflict present and future. Duration of Unit: 2-3 weeks NJCCCS: 6.3.E.7; 6.3.F.1; 6.4.I.3, 4,5,6,7




How did the United States enter World War I?

Strategies of Diplomacy Long and short term causes of WWI-Include imperialism, competition and rivalries Wilson’s reactions to WWI Americans’ reactions to WWI Lusitania, Sussex, Zimmerman Note Problem solving and creative thinking; prioritize goals; evaluate primary sources; geography; detect bias; effective communication and collaboration; cause and effect; writing

Woodrow Wilson, Appeal for Neutrality, 8/19/1914 Zimmerman Note Woodrow Wilson, Speech for Declaration of War Against Germany, 4/2/1917 Maps Newspaper articles

Role play in diplomacy—could WWI have been prevented through diplomacy? Consider questions “What are five criteria that justify entering a war? Which would you be willing to die for?”

Role play Essay Debate Analysis of Zimmerman Note-threat to US? Connect to criteria justifying war

What were the economic impacts of American involvement?

Propaganda campaigns Food Administration National War Labor Board War Industries Board Distinguish between fact and fiction; research on line; interpretation and analysis; predict outcomes

Propaganda Posters Charts showing America’s economy Stories of women and blacks in industry Electronic New Jersey

Document Analysis of propaganda Creation of student committees to gain support for current conflicts Web quests

Committee work—propaganda Document analysis sheets Commercials supporting war effort Design a webpage that the US government could use to gain support for the war effort

How did the government try to control public opinion during the war?

Selective Service Act Committee on Public Information Espionage and Sedition Acts Prioritize goals; question for understanding; compare and contrast varying views; engage in good discussion; leadership and responsibility; presentations

“Make America Safe for Democracy First,” Protesting the War, Joseph Gilbert “If We Don’t Lick the Huns Now,” A Soldier’s Reasons for Fighting, Private Eldon Canwright Espionage and Sedition Acts Schenck v US (1919)

Debate: Can we have both liberty and security? Discussion and connection to present times

Debate Role play Supreme Court Case Threaded discussion on key concepts or rights being effected by war effort-essential questions

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What were the terms and consequences of the end of the war?

The Paris Peace Conference League of Nations Isolationism v Expansionism Collaboration; think for a purpose; draw inferences; detect bias; make reasoned judgments based on evidence; evaluate primary documents

Woodrow Wilson, 14 Points Treaty of Versailles Political views from around the world—newspaper articles and speeches CHOICES

Debate: Did the Treaty of Versailles create a lasting peace?

Debate Identification of values and issues Essay Document Analysis Threaded discussions

How did the Communist Party gain power in Russia?

The Romanov Dynasty Russia’s involvement in WWI Marx, Lenin, Trotsky, Stalin Revolution Five Year Plans Think within a point of view; detect bias; reflection; question and challenge; reading comprehension; communication; writing

Newspaper articles from around the world US Constitution-Jefferson, Locke, Lincoln

Lecture Discussion

Document analysis Reading comprehension Prediction of reactions Argue essential question Create a plan of action to remove a leader from power—lawful and unlawful-determine strategies for educating the public

What are the differences between Communism and a more capitalist society?

Stalin’s response to post WWI obligations to world leaders Communism versus Capitalism/Democracy Reflection; critical thinking and reading; problem solving; collaboration; reasoning

Communist Manifesto Quotes from Stalin US Constitution

Discussion: Does America have a duty to influence the development of others’ government ideologies so that they are similar to their own? Did the existence of communism threaten America’s world power status?

Position paper Debate Investigation

Suggestions on how to differentiate in this unit: Make task directions more specific for some and open for others; vary levels of reading materials; use texts with key portions highlighted; model skills and behaviors; allow multiple options to express learning; use a variety of criteria to measure success; allow wait time for student reflection; reword essential questions to match student needs; utilize PowerPoint, streaming video, and other multimedia resources.

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Unit 4: A Redefinition of Society: Post WWI America and Europe

Enduring Understanding: War propels a nation in new directions politically, economically and socially. Essential Questions: How might fighting a war affect a nation’s economy?

Can we have both liberty and security? Should there be limits on personal freedoms?

Unit Goal: Students will describe the post war economic and social conditions that challenged America to redefine its national character and cultural norms. Duration of Unit: 3-4 weeks NJCCCS: 6.1.A.1, 2, 3, 5; 6.2.A.3, 5; 6.2.B.5; 6.3.E.2; 6.4.I.8, 9, 10




How did demobilization impact American workers?

Demobilization and Labor Strife Think based on assumptions; cause and effect relationships; analyze statistical data; prioritize goals; technology; identify situations where social action is required

Electronic New Jersey Texts Internet Research on Strikes

Web quests Student Presentations Jigsaw Cooperative Learning Discussion

Presentations Propaganda pieces for support of or against labor unions and grievances

How did the Russian Revolution and other international movements affect American society?

Red Scare and the Palmer Raids Ku Klux Klan Sacco and Vanzetti Document analysis; think based on assumptions; draw inferences; evaluate credibility of evidence; reflection; civic literacy; reasoning

Photo of Sacco and Vanzetti Sacco’s letter to his son Vanzetti’s letter to Blackwell Court Transcripts Newspaper Articles Hiram W. Evans, The Klan’s Fight for Americanism, 1926 The Know Nothing Platform, KKK, 1920’s Political cartoons, editorials Patriot Act

Document analysis Dramatic Role Play Debate

Writing Assignment Document Analysis Song

What social and other movements developed in America during this time period?

Ku Klux Klan Women’s Right to Vote Prohibition Scopes Trial—evolution v fundamentalism Communication; information literacy; creativity and collaboration; social and cross cultural understanding; ability to think; ask good questions; detect bias; reasoning

Manuscripts from the Federal Writer’s Project, 1936-1930 Primary sources (such as images, Congressional transcripts, speeches) on the issue of Prohibition CHOICES

Debate Document/Photo Analysis Video Clips: Iron Jawed Angels

Research Debate Essay Scored Discussion Freeze Frame Skits

What were America’s cultural achievements during this time?

Harlem Renaissance Social and cross cultural understanding; creativity; collaboration; use literature to enrich meaning and understanding; access and analyze information, initiative and self direction

Electronic New Jersey: Paul Robeson Magazines and Newspapers SIRS, on-line resources Music Advertisements

Student Research and creation of a magazine highlighting cultural changes brought on by the Jazz Age and the Harlem Renaissance

Research Group cooperation Magazine Magazine analysis

Suggestions on how to differentiate in this unit: Use multi-sensory materials; set benchmarks—break larger tasks into smaller tasks; allow time for student reflection; encourage students to design or participate in lesson tasks; allow multiple options to express learning; use examples based on student interests; balance competitive, collegial and independent work assignments.

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Unit 5: The Global Impact of Economic Policy: The Great Depression and the New Deal

Enduring Understanding: Cycles of economic change influence government policies in economic, political and social affairs. Essential Questions: Are economic recessions and depressions a natural occurrence in the business cycle?

How might economic crises affect people’s choices? What is the responsibility of government towards its citizens? Is government interference in the economy unconstitutional?

Unit Goal: Students will identify the causes of the American government’s transformation from an obscure entity to one that plays a direct role in the lives of its citizens. Duration of Unit: 3 weeks NJCCCS: 6.1.A.1,3,6,8; 6.3.F.2; 6.4.J.1,2,3,4; 6.5.A.3,4,5; 6.5.B.5




How did international economic conditions cause and react to problems in America?

Business cycle: boom, recession, depression, supply and demand, speculation, buying on margin Worldwide impact of economic conditions by 1932 Analysis of statistical data; economic, financial and entrepreneurial literacy; interpretation of charts; detect bias; cause and effect; research

Documents showing unemployment rates and relief assistance in US and Europe

Document analysis Student presentations Jigsaw—cooperative learning Lecture

Comparison descriptions Cooperative learning Collection of analysis sheets Mini presentations

What were the conditions for Americans during the Great Depression?

The extent of economic turmoil in the US Effective communication; reflection; identify situations where social action is required; think within a point of view; use literature to enrich understanding; reasoning

Video: Broke, But Not Broken Stories from Americans throughout the US Photographs of economic hardships

View movie, read stories Ethical dilemmas Journal writing

Journal writing Defense of position Pro/Con Class participation

How did the Great Depression echo through culture and everyday life?

Economic dilemmas of citizens in the 1930’s Cultural elements of society in 1930’s Economic, financial and entrepreneurial literacy; use literature to enrich understanding;

National Archives American Memory

Simulations on making choices Analysis of Dust Bowl

Journal writing Document analysis Prediction of outcomes Newscasts

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What were the government’s first responses to the Great Depression?

Hoover, Roosevelt and the Election of 1932 Fireside Chats Document analysis; critical thinking and reading; civic literacy; ability to think and ask good questions; predict outcomes

Hoover’s Rugged Individualism Speech, 1928 FDR’s Commonwealth Club Speech, 9/23/32 FDR’s First Inaugural Address, 3/4/33

Document analysis Structured Discussion

Dramatic presentations Class participation Document analysis Reading comprehension

How did Roosevelt tackle the problems of the Great Depression?

New Deal, Relief, Recovery and Reform Government Agencies Predict outcomes; creativity and collaboration; implications and consequences; make reasoned judgments based on evidence

Electronic New Jersey: New Jersey Homesteads 1st Special Message of Governor Harold G. Hoffman, 1935

Lecture Evaluation of programs Debate Discussion Creation of solutions

Note taking Debate Dramatic presentations

How did everyday people respond to these programs?

Impact of Public Works Programs and others Social and cross cultural understanding; reflection; evaluate primary sources; communication; writing; ability to engage in good discussion

American Memory Website National Archives Website Photographs Personal stories Songs from Depression Era Guest Speakers Movies

Silent Discussion Document Analysis Research—on line sources

Position paper Investigative project Art work Multimedia presentations

What was the criticism of Roosevelt’s programs?

Critics of the New Deal Court packing under Roosevelt Long term impact of the New Deal Detect bias; evaluate points of view; think for a purpose; curiosity; reflection; leadership and responsibility

Court Transcripts News paper articles Political analysis

Lecture Jigsaw Debate

Position paper Editorial Role play

Suggestions on how to differentiate in this unit: Use a variety of reading materials; provide organizers to guide note taking; provide supplemental materials of interest to students; allow multiple options to express learning; use streaming video and other multimedia materials; use modern examples to relay relevance to students’ lives.

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Unit 6: The Fragility of an Uneasy Peace Tested: Political Instability and the Rise of Dictators

Enduring Understanding: War propels a nation in new directions politically, economically and socially. Essential Questions: What happens when fear based thinking enters the decision making process?

To what extent does dissatisfaction with government policies lead to change? Unit Goal: Students will evaluate isolationist policies of the 1930’s as a reflection of the desire to avoid repeating the conditions that led to the United States entry into World War I. Duration of Unit: 2-3 weeks NJCCCS: 6.1.4, 5, 7; 6.2A.3; 6.4J.6; 6.5B. 2.




How and why did American isolationism dominate United States policy in the mid 1930’s? Why was fascist aggression so prevalent in Europe in the 1930’s?

Good Neighbor Policy London Economic Conference Reciprocal Trade Agreement Act Nazi Party Timeline of United States involvement in foreign affairs Document analysis, compare and contrast, making an informed decision, interpreting statistical data, map analysis

Primary source materials Internet sources Maps Contemporary news and film clips Textbook resources

Cooperative learning Power Point Lecture Jig saw Creating maps, charts and graphs from appropriate data

Open ended essay writing Persuasive essay Picture prompt Original political cartoon Propaganda posters DBQ

Why did the United States begin to respond to the threat of totalitarian aggression while still attempting to remain neutral?

Neutrality Acts “Quarantine Speech” Recognition of Soviet Union Detecting bias, communication, making an informed judgment, identifying moral issues, research, reading for information

Primary source documents Film clips, documentaries Journal articles Appropriate maps Textbook resources

Lecture Debate T-Charts Simulations or role play Multimedia presentations Web Quest

“You are There” newscast “Create a Documentary” project Persuasive essay or speech

How and why did Franklin Roosevelt aid Britain in the fight against Hitler? Why did this cause disagreement with the United States?

Lend – Lease Fall of France Non-aggression Pact Munich Conference Concentration Camps Graph and chart analysis, map interpretation, analyzing written text, collaboration, information literacy

Contemporary political cartoons and propaganda posters Contemporary news clips used through video streaming Popular film clips Internet resources Textbook resources

Skits Simulations Speech writing/delivery Web Quests Panel discussion Socratic Seminar Power Point, LCD presentations

Scored discussion Presentations Letter to the editor Speech delivery Letter to the President Original artwork Open ended essay prompts

How did a breakdown in diplomacy lead to the attack on Pearl Harbor?

Japanese invasion of China Analyze primary source evidence, map, chart, graph skills, Outlining text, defining vocabulary in context

Primary source film footage Primary source documents Contemporary photographs and newspaper articles Internet resources

Independent reading and outlining Mock trial of Japan Lecture Round Table discussion

Simulations Thesis development Position Papers Graphic Organizers Picture Prompts

Suggestions on how to differentiate in this unit: Vary levels of reading materials; provide organizers for note-taking, KWL Chart; create independent study or work groups depending upon areas of skill levels; break larger tasks into smaller tasks; student self assessment; utilize streaming vide and other multimedia resources.

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Unit 7: Diplomatic Failures Threaten the Balance of Power: World War II

Enduring Understanding: Nations interact with each other through trade, treaties and use of force. Essential Questions: When is war justified?

What are the origins of American globalism? How has the role of the United States changed over time? How and why has the role of government in the economy changed over time? Should Americans’ needs come first?

Unit Goal: Students will explain the political and moral issues associated with World War II, and will analyze and evaluate efforts to mobilize the political, economic and social arenas of the American home front for total war. Duration of Unit: 2-3 weeks NJCCCS: 6.1A 1, 2, 3, 4; 6.2A.3, B.5, C.4,.E.1,8; 6.4J.5,6,7: 6.5A.8; 6.6A.5, D.5

Guiding / Topical


Instructional Resources

and Materials

Teaching Strategies


How did the United States mobilize itself for “total war?”

Transformation from a peaceful society to one at war. Conversion of economy to one geared to war production lifts the nation out of the Great Depression. Booms in factories, military bases and power plants. New workers enter the work force – “Rosie the Riveter” Analyzing primary source photographs documents and other evidence. Interpret graphs, charts and maps. Reading for main idea, context clues

Primary source documents, photographs, film clips and news reels Propaganda posters Enlistment posters Internet resources Textbook resources

Jigsaws Brainstorming Discussion Web Quests Lecture Power Point Cooperative Learning

Create multimedia presentations Original political cartoons Editorials Graphic organizers Picture prompts Persuasive essays or position papers

What were the Crucial military and diplomatic events from 1941 to 1943?

Turning the tide in the Pacific Prime military and diplomatic objectives in the European campaign Primary source analysis Interpret maps Reading for specific information Note taking, listening Making a reasoned judgment

Contemporary and modern maps Primary source documents, photographs, and newspaper articles Documentaries Contemporary Films Textbook resources

Creation of maps, graphs from raw data Cooperative group activities KWL Lecture Pair-share Quote response and analysis

Article review Video, film or documentary review Annotated timelines “You are There” newscast Short research based writing assignment

What influence did World War II have on American society?

How the war aids the economy FDR’s opponents attempt to turn back New Deal reform Role of women, African Americans, other minorities Japanese Internment United States Policy regarding refugees from Holocaust Examining moral and ethical issues Detecting bias Making a sound judgment Considering an alternate viewpoint

Primary source photographs, journal entries, diaries or other social evidence Video streaming Internet Resources Journal Articles Textbook Resources

Skits Cooperative learning Role play, simulations Panel discussions LCD presentations

Student created multimedia presentation Issues portfolio Journal entries Original artwork or music Picture prompts

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Guiding / Topical



and Materials

Teaching Strategies


What military and diplomatic events contributed to the Allied victory during 1943 – 1945?

Key events that transpired from the Allied invasion of Normandy to German surrender Factors that contributed to the U.S. victory over Japan Development of the atomic bomb, Truman’s decision to drop it Map, chart, graph and statistical data analysis Cause and effect Prioritizing Recognizing a moral or ethical issue

Primary source documents, news reels, photographs Contemporary newspaper articles Contemporary maps and modern maps Films, documentaries Textbook resources

Lecture Pair – share Power Point LCD presentation Video streaming Panel discussion Debate

Open ended and/or picture prompts DBQ Peer editing, peer review Self assessment rubrics Oral presentations Scored discussions

Suggestions on how to differentiate in this unit: Use small group instruction; provide supplemental readings, vocabulary worksheets or puzzles, note-taking guides; allow students options to create their own learning experience to express understanding; utilize streaming video and other multimedia resources.

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Unit 8: A New World Order: Post War Relations and the Development of the Cold War

Enduring Understandings: World leaders will engage their countries in world conflict for diverse reasons. War propels a nation in new directions politically, economically and socially.

Essential Questions: Can there be fair and just agreements among countries and leaders? Is there a right or wrong type of government?

Can we have both liberty and security? Should there be limits on personal freedoms? What happens when fear based thinking enters the decision making process?

Unit Goals: Students will evaluate the decision to use atomic weaponry, and will explain the political and social environment of the world after the use of that weaponry to end World War II. Students will identify the causes and impact of the Cold War on international relations from 1945 to 1960. Duration of Unit: 10-14 days NJCCCS: 6.1.A.1,2,3,8; 6.2.C.4; 6.2.D.4,5; 6.2.E.1,2,3,7,13; 6.3.F.1,2; 6.3.G.1,2; 6.3.H.2; 6.4.K.1,2,4; 6.6.D.5


Content and Skills Instructional

Resources and Materials

Teaching Strategies


How did the United States respond to post-world war turmoil in new and established nations?

World War I, World War II, Atomic bomb, League of Nations, United Nations, Russian Revolution and establishment of a Communist State, America’s Red Scares, US and SU aims after WWII, Containment Policy, Coexistence Policy, Keenan, Dulles, Marshall Plan, Research, critical thinking, debate, writing, cause and effect, evaluate primary sources, reasoning

Discussion Debate Persuasive Essay Position Essay Decision Making

How and why did the Cold War develop from different ideologies and experiences?

Challenges to the Containment Policy: Brinkmanship, Berlin Airlift, China, SU with atomic bomb, Middle East Tensions, Suez Crisis, Eisenhower Doctrine, Hungarian Uprising, U-2 Incident, Space Race, Military Industrial Complex Research, analysis, asking good questions, reflection

Cooperative Learning Oral Presentations Debate Political Cartoon Editorial

How did the United States attempt to control public opinion during the Cold War? What are the legal limits of such attempts?

Loyalty Review Board, House of Un- American Activities Committee, Senator Joseph McCarthy, Hollywood Ten, McCarran Internal Security Act, Alger Hiss, The Rosenbergs, Finley and Heimlich Case at Rutgers University (NJ History) Civic literacy, information and communication technology, critical thinking and reading, detection of bias, reflection

Lecture Debate Simulation on diplomacy strategies Video Clips Independent Research Primary Source Analysis Jigsaw Student Presentations Group Analysis Computer Communication Webquests

Writing Reactions to primary sources and challenges to American ideals Making connection to current Patriot Act Discussion

How did American culture change during the Cold War?

Cultural lifestyles of 1950’s, Development of Suburbia, Economic Conditions, Civil Rights Movement Analytical Thinking, Cooperative Learning, Reading for Comprehension, Graphic Organizers, Document Analysis

CHOICES Video Clips Maps Primary Sources CNN Cold War Documentary Series Duck and Cover Video and similar animated clips Propaganda Posters HUAAC Transcripts McCarthy Transcripts Electronic New Jersey Text Photographs, Images, etc Literature Music Advertisements Maps

Cooperative Learning Learning Stations Document Analysis Illustration Video Analysis

T Chart Comparison 1920’s, 1950’s Essay Debate Student Presentations Silent Discussions

Suggestions on how to differentiate in this unit: Vary levels of reading materials; use texts with key portions highlighted; provide organizers to guide note taking; provide list of key terms, vocabulary, events, etc; use streaming video and other multimedia resources; provide supplemental materials of interest to students; use examples based on student interests; allow multiple options to express learning; balance competitive, collegial and independent work arrangements, and use multi-sensory materials.

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Unit 9: From Affluent Society to Social Protest: The 1950’s and 1960’s

Enduring Understanding: Despite real and perceived social, political and economic contradictions, individuals and groups constantly work to change oppressive elements of society. Essential Questions: Are the benefits of progress worth the costs?

What is a typical American? Are we responsible for the sins of the past?

Unit Goal: Students will understand how Cold War conservatives shaped the United States, and will evaluate American policies and reactions to those policies. Duration of Unit: 3-4 weeks NJCCCS: 6.1A 1, 2, 3, 4; 6.2A.3, B.4, 5, C.2, 5, D.5; 6.4K.1, 2, 3, 5, 6, 7; 6.5A.3, B.5,6; 6.6A.2, 5, B.2, D.4, E.1, 4, 7, 8

Guiding / Topical




In what ways were American society and culture affected by an economy of abundance?

Television, suburbs, mainstream and counterculture transforms American society and politics. Rise of the middle class Development of Teen Culture Decline of the city Population explosion “the feminine mystique” Critical thinking, reading and reasoning Analyze statistical data Evaluate sources

Cooperative learning Jigsaws Brainstorming Power Point Video streaming Panel discussion Debate Role play, simulation

Formative, summative assessments Editorials Original artwork, music, political cartoons Oral presentations Issues portfolio DBQ Picture Prompt Open ended essay prompt

How and why did the Civil Rights Movement emerge?

Events at Little Rock, Arkansas Dr. King and events in Alabama Philosophy of nonviolence Legislative victories Presidential stances Rise of Black Power Movement Context clues Analysis of primary source documents and photographs Detecting bias Distinguish between fact and opinion Making a reasoned judgment

Political cartoons Primary source readings, speeches, photographs and other documents Contemporary film and literature Internet resources Textbook resources

Oral histories Power Point Lecture Panel discussion Cooperative learning Video streaming

Student created multimedia presentations Digital collages Open ended essay prompts Picture prompts Research: write a biography, short story, or obituary Movie reviews Article reviews Oral history project Living history interviews Bulletin boards

What were the major domestic programs of the Kennedy and Johnson administrations?

Kennedy’s/Johnson’s domestic agenda Assassination of Kennedy Agenda of the Great Society War on Poverty Native American and Hispanic struggle for justice Student activists, the counterculture, the New Left Feminist Movement Relevant Supreme Court rulings

Primary source documents, photographs and other evidence Contemporary literature and film Historical documentaries Newspaper articles and newspaper footage

Power Point Video Streaming Multimedia presentations Cooperative group projects Role play Simulation Discussions Debate

Original artwork, music or political cartoons Research fashion trends of the 1960’s, create a visual Witness to History newscast Journal writing Research connection of contemporary music or poetry to

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Guiding / Topical




Analyzing cause and effect Evaluating evidence from a variety of sources Detecting bias Making a reasoned judgment Recognizing alternative viewpoints Information literacy

Music of the 1960’s Poetry of the 1960’s Internet resources Textbook resources

View popular film snippets Panel, round table discussion

state of the nation Open ended prompt Picture prompt Peer editing Student self evaluation Issues portfolio DBQ

How did the United States become involved in Vietnam?

Reasons for US involvement in the region—Eisenhower-JFK-LBJ Diem’s regime Escalation Tonkin Resolution Operation Rolling Thunder TET offensive Protest movements Information literacy Evaluate data from a variety of sources: maps, graphs, charts Data gathering and interpretation Critical thinking Drawing conclusions Predicting outcomes Cause and effect Making a reasoned judgment Compare and contrast

Contemporary and modern maps of Asia and the world Contemporary news articles and film clips Primary source documents and speeches Journal articles Contemporary music, art, and literature Internet resources Textbook resources

Independent reading and outlining Lecture Cooperative learning Creating maps, graphs from appropriate data Power Point Web Quests Role Play Simulation Panel discussions Video streaming

Graphic organizers Position papers or persuasive essays Original artwork, music or short story Picture prompt Open ended prompt Presidential portfolio: Compare Kennedy and Johnson on a specific issue or policy

Suggestions on how to differentiate in this unit: Allow students to develop their own learning tools and/or assessments; break down vocabulary or reading into smaller chunks; KWL charts; T – charts; utilize pair-share, study groups; utilize streaming video and other multimedia resources.

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Unit 10: Modern Challenges Facing Political Leaders: Administrations of Nixon, Ford, Carter, Reagan, Bush, Clinton, Bush and Obama

Enduring Understanding: American leaders have taken prominent roles on the world stage. Essential Questions: What makes an effective leader?

Who rules the United States? Do the actions of a president sometimes come in conflict with democratic principles?

Why can we agree on broad principles but often cannot reach a consensus on application and implementation? Unit Goal: Students will describe what it means to be a “superpower” and evaluate the actions of the United States and its leaders in that role. Duration of Unit: 4-6 weeks NJCCCS: 6.4.I. 2, 3, 4, 6, 7; 6.4.J.2, 5, 6; 6.4.K.1, 4, 5, 6, 7; 6.4.L.1, 5, 6, 7

Guiding / Topical




How did economic and political events change America during the 1970’s?

Vietnamization Actions in Cambodia Fall of Saigon “New Federalism” Election of 1972 Détente-China and Soviet Union Watergate Scandal Ford Administration Iranian hostage Crisis Information literacy Critical thinking, reading and writing Compare and contrast Cause and effect Map, chart and graph skills Analyze primary sources

Contemporary news articles and news footage Political cartoons Presidential speeches and other primary source documents Contemporary Journal articles Internet resources Textbook resources

Lecture Cooperative learning Power Point Video streaming Jigsaw Role Play Mock Trial of Richard Nixon Debate Outlining Panel Discussion

Scored discussion and/or debate Multimedia projects Digital collage Posters Position paper or persuasive essay Research based writing Oral history interviews Peer editing Self assessment Develop personal learning plan

What led to economic and political changes during the 1980’s?

Counterrevolution Increased military spending Supply side economics Deregulation Astronomical federal debt Teflon president Conservative shift in courts Relaxed tensions with Soviet Union 1980’s – decade of greed End of Cold War Reading for purpose Context clues Critical thinking and writing Reflection and evaluation Interpreting maps, graphs and charts

Primary source documents, newscasts, newspaper articles and photographs Contemporary film and literature Journal articles Internet resources Textbook resources Guest speakers

Cooperative learning LCD presentations Power Point Video streaming Lecture Debate Panel discussion, round table discussion, whole class discussion Simulation Role play Skits Independent reading and outlining Socratic Seminar

Video, film critiques Interviews/Oral histories Letter to the Editor Original artwork or political cartoon Open ended prompts Picture prompts Student created “infomercial” or Public service announcement Scored discussions/debates Speeches

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Guiding / Topical




How did the world and America change during the 1990’s?

“kinder, gentler nation” Desert Storm Immigration Ross Perot Impeachment charges/hearings Foreign policy initiatives in Africa and the Middle East Crisis in former Yugoslavia NAFTA, GATT Cause and effect Analysis of a variety of sources of evidence Map, graph skills Reading for a purpose Information literacy Communication and collaboration Critical thinking, writing Making a reasoned judgment Recognizing bias Identifying an alternative viewpoint Differentiating between fact and opinion

Primary sources: Documents, journal entries, speeches, photographs Contemporary film clips Contemporary newspaper or journal articles Documentaries Film/news clips Internet resources Textbook resources

Cooperative learning Video streaming Team debate Discussion: panel, round table Lecture Power Point Peer teaching Role play Simulations Skits Jigsaws Web Quests

Oral history projects / interviews Multimedia presentations Journal Entries Persuasive essays or position papers DBQ Original political cartoon or artwork Digital collage Student created newscasts – taped Editorials Posters Scored discussion/Scored debates Presidential portfolio Issues portfolio Student developed personal learning plans

How did the United States grapple with terrorism, financial crisis, climate change, and other challenges at the dawn of the 21st century? How does the United States move forward?

Elections of 2000 and 2004 Polarizing conservative policies Al Qaeda Department of Homeland Security Patriot Ac “axis of evil” Economic downturn Election of 2008 Information literacy Critical thinking, reading and writing Analysis of data Map, chart and graph skills Recognizing bias Cause and effect Identifying an alternative viewpoint Communication and collaboration Making an informed decision Predicting outcomes Civic literacy Reflective thinking

Primary sources Newspaper articles News clips and photographs Political cartoons Contemporary literature, pop culture Contemporary film and social commentary Up to date maps Internet resources Textbook resources

Multimedia presentations Video streaming Lecture Debate Discussion Independent reading and outlining Jigsaw Cooperative learning Web Quests

Collaborative projects such as creating a newscast or public service announcement “Man or the Year” magazine cover Position paper or persuasive essay Original artwork Video or digital collage Timelines Issues portfolio Supreme Court Portfolio Original political cartoon or short story Oral histories/Interviews

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Guiding / Topical




How were the American leaders of this era similar to and/or different from American presidents in other eras?

Prior learning Critical thinking, reading and writing Analysis of data Recognizing bias Cause and effect Identifying an alternative viewpoint Communication and collaboration Making an informed decision Civic literacy Reflective thinking

Primary sources Textbook resources Internet Contemporary film and social commentary

Debate Discussion Simulation

Creation of presidential profiles Role-play various presidents in situations from different eras (e.g.: Bill Clinton facing the Great Depression)

Suggestions on how to differentiate in this unit: Students create personal learning plan; utilize streaming video and other multimedia resources; plan for the multiple intelligences; vary the pace of work and/or make directions more detailed and specific; model appropriate skills and behaviors; provide supplemental materials.

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Unit 11: Political Strategy and Human Rights: A Comparative Analysis of Genocidal Acts

Enduring Understandings: There are credible and questionable sources of information about historical and contemporary events. The value of human life is defined by a society’s culture, time and place.

Essential Questions: Is it essential to learn from historical issues? What role does historical evidence play in one’s interpretation of history?

What are facts and what are opinions? How have individuals and groups worked to combat instances of prejudice, cruelty and discrimination? Should soldiers be charged with crimes against humanity?

How strong is the human spirit? Unit Goal: Students will describe and evaluate charges of abuses against human rights over the last century, and will synthesize connections between and patterns to historical examples of such abuses. Duration of Unit: 2-3 weeks, may be infused into prior unit(s) NJCCCS: 6.1.A.1-8; 6.2.E.4, 7, 13, 14, 15; 6.3.F.2; 6.4.L.5

Guiding / Topical


Instructional Resources and Materials

Teaching Strategies


Do historical events create a pattern that we can use to define and identify genocide?

Armenian Genocide Forced Famine of the Ukraine Holocaust Cambodian Genocide Rwanda Darfur Brief history of the area, people and conditions prior to the genocidal acts Conditions that mae genocide possible and the strategies used by the perpetrators to carry out the acts The reactions of the victims and bystanders The reaction of world nations and explanations as to why they responded this way—what evidence was available to them? How did the genocidal acts end? What happened to the perpetrators? What is the legacy of this event—nationally and internationally?

Media Center On Line Resources Museum of Jewish Heritage US Holocaust Memorial Museum website NJ Commission on Holocaust Education www.TeachGenocide.org International newspapers Official government documents Video documentaries Eyewitness Accounts—live, written, recorded

Independent Research Group work Document Analysis Media Center Research Guest Speakers Simulation/Role play

Station Demonstrations Newscasts Multimedia Presentations Decision Making Investigation Techniques Justification of Resources/Ideas

How does the world and the United States define human rights?

Human Rights, Civil and Political Rights, Social and Economic Rights, US attitudes about these concepts, perspective consciousness Think for a purpose, questioning for understanding, detect bias, evaluate credibility of source, listen for information

Foreign Policy Texts UN Charter of 1945 Universal Declaration of Human Rights of 1948 UN High Commissioner for Human Rights and Alternative Expert Definition of Genocide Helsinki Final Act of 1975

Discussion Debate Document Analysis

Writing Critical Reading Silent Discussion Document Analysis Sheets

Suggestions on how to differentiate in this unit: Vary levels of reading materials; vary pacing of student work; use of variety of criteria to measure success; encourage students to design or participate in lesson tasks; allow multiple options to express learning; balance competitive, collegial and independent work arrangements; use rubrics; show examples; set benchmarks—break larger tasks into smaller tasks; use multi-sensory materials; vary instructional strategies—lecture, group work, independent study; use tiered activities—activities at different levels of difficulty, but focused on same learning goals.

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Unit 12: Multiculturalism and Public Policy in a Global Society: Modern Social Issues

Enduring Understanding: Despite real and perceived social, political and economic contradictions, individuals and groups constantly work to change oppressive elements of society. Essential Questions: Are we ethically responsible for solving global problems? What is the American ideology?

What is a typical American? How am I connected to the past?

Are we responsible for the sins of the past? Are the benefits of progress worth the costs? Unit Goal: Students will synthesize a personal philosophy on the impact of the past on the issues of today. Duration of Unit: 1-2 weeks, may be infused into prior unit(s) NJCCCS: 6.1A.1, 2, 3, 4, 5, 6, 7, 8; 6.2A.5, B.5, 6; 6.3H.3; 6.4L.3, 6, 7; 6.5A.10, B.7; 6.6A.5, B.3, C.2, D.5, E.1, 4, 6, 7, 8




What are the benefits and costs of the new information age? How have American art, literature and music fared in the age of technology?

Dot.com businesses “outsourcing” Microsoft Pop culture National Endowment for the Arts Postmodernism Information literacy Reflection and consideration Collaboration, cooperation Communication

Newspaper and magazine articles Contemporary news casts and film clips Contemporary photographs Internet art museum tours Internet resources

Cooperative learning Lecture Discussion Video streaming Power Point Independent reading

Original artwork, short story, cartoon Digital collage Multimedia project Bulletin boards Film, article reviews Music collage

Why have the terms “melting pot” and “multiculturalism” been used to evaluate the larger American culture? In what ways has the promise of “life, liberty, and the pursuit of happiness” been fulfilled or left unfulfilled?

Racial, gender and ethnic gaps New feminism and counter trends Challenges to the traditional nuclear family Gay, lesbian rights Rise in poverty rates Cultural pluralism Challenges for public education Challenges for equal opportunity in employment and housing Information literacy Informed decision making Communication Recognize bias and alternative viewpoints Reflective reasoning and thinking Collaboration

Newspaper and magazine articles Journal articles SIRS Database Statistical research Popular films Internet research

Discussion Create graphs, charts Video streaming Power Point Debates Web Quest

Film, article review Issues portfolio Article review Scored discussion Persuasive essay or position paper Oral history project and/or Interviews Graphic organizer Multimedia presentation Oral presentation Digital collage

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Has America’s place in the world changed since the attacks of September 11, 2001?

Statistical data Timeline of world events Information literacy Predicting outcomes Collaboration/communication Reflective reasoning Making an informed decision

Newspaper articles Journal articles News casts Internet sources and research

Video streaming Discussion Independent reading, research outlining Panel discussion Power Point Cooperative learning

Issues Portfolio Speech writing and delivery Multimedia project: Infomercial or public service announcement Scrapbook Editorials

Can history help us to predict how the United States will respond to challenges of economics, justice, environment, and terrorism in the 21st century? What resources do we need to meet any or all of these challenges?

Immigration statistics Global warming statistics Current information on issue under study Information literacy Making an informed decision Reflective thinking Critical thinking and writing Predicting outcomes Collaboration/communication

Journal articles Newspaper articles News casts Film clips Documentaries SIRS Database Internet resources

Cooperative learning Power Point Independent reading Video streaming

Original artwork Digital portfolio Scrapbook Persuasive essay Picture prompt Open ended essay Oral History/interviews Letter to the Editor Multimedia presentation: Public service announcement

Suggestions on how to differentiate in this unit: Utilize student-created personal learning plans; break large tasks into smaller ones; allow multiple options to demonstrate understanding; utilize streaming video and other multimedia resources; tailor reading pieces to meet student needs.

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